NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1220350
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1354-0602
Barriers to the Implementation of Specialized Reading Instruction in Secondary Co-Taught Classrooms: An Exploratory Study
King-Sears, Margaret E.; Stefanidis, Abraham; Brawand, Anne
Teachers and Teaching: Theory and Practice, v25 n4 p434-452 2019
This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators' perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A